Conceptualising TPACK within Mathematics Education: Teachers' Strategies for Capitalising on Transitions within and beyond Dynamic Geometry Software

Autor/in	Bretscher, Nicola
Titel	Conceptualising TPACK within Mathematics Education: Teachers' Strategies for Capitalising on Transitions within and beyond Dynamic Geometry Software
Quelle	In: Digital Experiences in Mathematics Education, 9 (2023) 2, S.232-254 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bretscher, Nicola)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2199-3246
DOI	10.1007/s40751-022-00115-0
Schlagwörter	Pedagogical Content Knowledge; Technological Literacy; Mathematics Education; Teaching Methods; Geometry; Computer Software; Mathematics Instruction + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Technisches Wissen; Mathematische Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Geometrie; Mathematics lessons; Mathematikunterricht
Abstract	This article investigates the knowledge arising in mathematics teachers' planning of how to manage transitions within and beyond dynamic geometry environments in the topic of circle theorems. The notion of situated abstraction is used to elaborate the central TPACK construct within mathematics education and address previous criticisms of the framework, specifically to clarify the distinction between the central construct and the dyadic constructs. Four case-study teachers each participated in a semi-structured interview based upon a pre-configured GeoGebra file. The teachers were asked to demonstrate how they would use the GeoGebra file to introduce students to the circle theorem that the angle at the centre of the circle, subtended by an arc, is double the angle at the circumference subtended by the same arc. The visual and audio aspects of the GeoGebra interviews were recorded and the TPACK framework used to analyse teachers' knowledge arising in the four interviews. The central TPACK construct is illustrated with examples of teachers' strategies for capitalising on transitions within and beyond dynamic geometry environments for the purposes of teaching circle theorems and contrasted with the dyadic construct of TCK. The utility of the theoretical elaboration of the TPACK construct within mathematics education is demonstrated and implications discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01